{"id":174,"date":"2026-03-18T14:05:53","date_gmt":"2026-03-18T18:05:53","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/?post_type=chapter&p=174"},"modified":"2026-03-20T20:21:14","modified_gmt":"2026-03-21T00:21:14","slug":"then-and-now","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/chapter\/then-and-now\/","title":{"raw":"Then and Now","rendered":"Then and Now"},"content":{"raw":"This lesson encourages students to look for continuity and change in patterns in historical events.\u00a0Students reflect on the patterns explored throughout the unit and consider why stereotypes continue to play a role in today\u2019s society. They make connections between the experiences shown in Two Roses<\/em>, historical events during the Holocaust, and examples of stereotyping in the modern world. The lesson encourages students to think critically about how stereotypes can be challenged and why understanding the past is essential for building more inclusive communities.\r\n\r\nLesson aim: Reflecting on consequences and modern connections\r\n
\r\n

Learning Objectives<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nStudents will be able to:\r\n
    \r\n \t
  • identify modern examples of stereotyping.<\/li>\r\n \t
  • recognize similarities between past and present patterns.<\/li>\r\n \t
  • reflect on personal and societal responsibility.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n

    Guiding Questions<\/h2>\r\n
      \r\n \t
    • What responsibility do we have when we recognize harmful patterns?<\/li>\r\n<\/ul>\r\n

      Lesson Activities<\/h2>\r\n

      Introduction<\/h3>\r\nWrite on the board: Do stereotypes still shape society today?\r\n\r\nStudents:\r\n
        \r\n \t
      • Think silently (2\u20133 minutes).<\/li>\r\n \t
      • Turn and talk<\/li>\r\n<\/ul>\r\nThen ask:\r\n
          \r\n \t
        • In what spaces do stereotypes still spread?<\/li>\r\n \t
        • Social media?<\/li>\r\n \t
        • Politics?<\/li>\r\n \t
        • News?<\/li>\r\n \t
        • Schools?<\/li>\r\n<\/ul>\r\nKeep it general\u2014avoid targeting groups.\r\n

          Pattern Reflection<\/h3>\r\nReintroduce the progression from Lesson 3: Stereotype \u2192 Repetition \u2192 Acceptance \u2192 Policy \u2192 Harm. Then ask:\r\n
            \r\n \t
          • Do you see this pattern anywhere today?<\/li>\r\n \t
          • Where does it usually stop?<\/li>\r\n \t
          • What prevents escalation?<\/li>\r\n<\/ul>\r\nKeep discussion analytical and systems-focused.\r\n

            Small Group Discussion<\/h3>\r\nGive groups this prompt: What are warning signs that stereotypes are growing in influence?\r\n\r\nPossible guiding questions:\r\n
              \r\n \t
            • When do jokes become normalized?<\/li>\r\n \t
            • What happens when leaders repeat harmful ideas?<\/li>\r\n \t
            • Why is silence powerful?<\/li>\r\n<\/ul>\r\nEach group identifies:\r\n
                \r\n \t
              • Two<\/strong> warning signs<\/li>\r\n \t
              • One<\/strong> way stereotypes can be challenged<\/li>\r\n<\/ul>\r\n

                Build an Action Plan<\/h3>\r\nIn pairs or small groups, have students build an action plan to counteract stereotypes.\r\n\r\nStep 1: Identify a Pattern<\/strong>\r\n\r\nGroups choose one area where stereotypes commonly spread:\r\n
                  \r\n \t
                • social media<\/li>\r\n \t
                • school environment<\/li>\r\n \t
                • news and politics<\/li>\r\n \t
                • peer groups<\/li>\r\n \t
                • popular culture<\/li>\r\n<\/ul>\r\nThey list:\r\n
                    \r\n \t
                  • Two to three<\/strong> warning signs (build off their discussion from before, but now focused on a specific stereotype).<\/li>\r\n \t
                  • What escalation might look like.<\/li>\r\n<\/ul>\r\nStep 2: Create an Interruption Strategy<\/strong>\r\n\r\nEach group designs a simple \u201cinterruption plan.\u201d\r\n\r\nThey must answer:\r\n\r\na. What would interrupt the stereotype early?\r\n\r\nb. What would prevent it from spreading?\r\n\r\nc. What role do individuals play?\r\n\r\nd. What role do institutions play?\r\n\r\nEncourage realistic solutions:\r\n
                      \r\n \t
                    • asking questions<\/li>\r\n \t
                    • fact-checking<\/li>\r\n \t
                    • calling out misinformation respectfully<\/li>\r\n \t
                    • promoting multiple perspectives<\/li>\r\n \t
                    • changing language norms<\/li>\r\n<\/ul>\r\nStep 3: Share & Reflect<\/strong>\r\n\r\nGroups present briefly. After each presentation, ask:\r\n
                        \r\n \t
                      • Is this practical?<\/li>\r\n \t
                      • What makes it effective?<\/li>\r\n \t
                      • Where might it be difficult?<\/li>\r\n<\/ul>\r\n

                        Ideogram Final Addition<\/h3>\r\nAdd a final layer (outside the circle) \u00a0 Interruption \/ Responsibility\r\n\r\nPrompt: What helps stop stereotypes from escalation. Encourage students to think of their action plans and their peers\u2019 actions plans.\r\n\r\nStudents may add:\r\n
                          \r\n \t
                        • education<\/li>\r\n \t
                        • speaking up<\/li>\r\n \t
                        • media literacy<\/li>\r\n \t
                        • laws protecting rights<\/li>\r\n \t
                        • inclusive communities<\/li>\r\n<\/ul>\r\nThis visually completes the unit arc.\r\n

                          Closure<\/strong><\/h2>\r\nWe studied how stereotypes grew into systems during the Holocaust. The lesson is not just historical\u2014it\u2019s about recognizing patterns before they escalate. Stereotypes may start small, but history shows us they can grow\u2014unless someone interrupts them.\r\n\r\nOptional Reflection:\r\n
                            \r\n \t
                          1. How has your understanding of stereotypes changed during this unit?<\/li>\r\n \t
                          2. What did you learn about how stereotypes can grow from ideas into larger systems?<\/li>\r\n \t
                          3. Looking at your ideogram, what does it reveal about how stereotypes grow and impact people?<\/li>\r\n<\/ol>","rendered":"

                            This lesson encourages students to look for continuity and change in patterns in historical events.\u00a0Students reflect on the patterns explored throughout the unit and consider why stereotypes continue to play a role in today\u2019s society. They make connections between the experiences shown in Two Roses<\/em>, historical events during the Holocaust, and examples of stereotyping in the modern world. The lesson encourages students to think critically about how stereotypes can be challenged and why understanding the past is essential for building more inclusive communities.<\/p>\n

                            Lesson aim: Reflecting on consequences and modern connections<\/p>\n

                            \n
                            \n

                            Learning Objectives<\/p>\n<\/header>\n

                            \n

                            Students will be able to:<\/p>\n

                              \n
                            • identify modern examples of stereotyping.<\/li>\n
                            • recognize similarities between past and present patterns.<\/li>\n
                            • reflect on personal and societal responsibility.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

                              Guiding Questions<\/h2>\n
                                \n
                              • What responsibility do we have when we recognize harmful patterns?<\/li>\n<\/ul>\n

                                Lesson Activities<\/h2>\n

                                Introduction<\/h3>\n

                                Write on the board: Do stereotypes still shape society today?<\/p>\n

                                Students:<\/p>\n

                                  \n
                                • Think silently (2\u20133 minutes).<\/li>\n
                                • Turn and talk<\/li>\n<\/ul>\n

                                  Then ask:<\/p>\n

                                    \n
                                  • In what spaces do stereotypes still spread?<\/li>\n
                                  • Social media?<\/li>\n
                                  • Politics?<\/li>\n
                                  • News?<\/li>\n
                                  • Schools?<\/li>\n<\/ul>\n

                                    Keep it general\u2014avoid targeting groups.<\/p>\n

                                    Pattern Reflection<\/h3>\n

                                    Reintroduce the progression from Lesson 3: Stereotype \u2192 Repetition \u2192 Acceptance \u2192 Policy \u2192 Harm. Then ask:<\/p>\n

                                      \n
                                    • Do you see this pattern anywhere today?<\/li>\n
                                    • Where does it usually stop?<\/li>\n
                                    • What prevents escalation?<\/li>\n<\/ul>\n

                                      Keep discussion analytical and systems-focused.<\/p>\n

                                      Small Group Discussion<\/h3>\n

                                      Give groups this prompt: What are warning signs that stereotypes are growing in influence?<\/p>\n

                                      Possible guiding questions:<\/p>\n

                                        \n
                                      • When do jokes become normalized?<\/li>\n
                                      • What happens when leaders repeat harmful ideas?<\/li>\n
                                      • Why is silence powerful?<\/li>\n<\/ul>\n

                                        Each group identifies:<\/p>\n

                                          \n
                                        • Two<\/strong> warning signs<\/li>\n
                                        • One<\/strong> way stereotypes can be challenged<\/li>\n<\/ul>\n

                                          Build an Action Plan<\/h3>\n

                                          In pairs or small groups, have students build an action plan to counteract stereotypes.<\/p>\n

                                          Step 1: Identify a Pattern<\/strong><\/p>\n

                                          Groups choose one area where stereotypes commonly spread:<\/p>\n

                                            \n
                                          • social media<\/li>\n
                                          • school environment<\/li>\n
                                          • news and politics<\/li>\n
                                          • peer groups<\/li>\n
                                          • popular culture<\/li>\n<\/ul>\n

                                            They list:<\/p>\n

                                              \n
                                            • Two to three<\/strong> warning signs (build off their discussion from before, but now focused on a specific stereotype).<\/li>\n
                                            • What escalation might look like.<\/li>\n<\/ul>\n

                                              Step 2: Create an Interruption Strategy<\/strong><\/p>\n

                                              Each group designs a simple \u201cinterruption plan.\u201d<\/p>\n

                                              They must answer:<\/p>\n

                                              a. What would interrupt the stereotype early?<\/p>\n

                                              b. What would prevent it from spreading?<\/p>\n

                                              c. What role do individuals play?<\/p>\n

                                              d. What role do institutions play?<\/p>\n

                                              Encourage realistic solutions:<\/p>\n

                                                \n
                                              • asking questions<\/li>\n
                                              • fact-checking<\/li>\n
                                              • calling out misinformation respectfully<\/li>\n
                                              • promoting multiple perspectives<\/li>\n
                                              • changing language norms<\/li>\n<\/ul>\n

                                                Step 3: Share & Reflect<\/strong><\/p>\n

                                                Groups present briefly. After each presentation, ask:<\/p>\n

                                                  \n
                                                • Is this practical?<\/li>\n
                                                • What makes it effective?<\/li>\n
                                                • Where might it be difficult?<\/li>\n<\/ul>\n

                                                  Ideogram Final Addition<\/h3>\n

                                                  Add a final layer (outside the circle) \u00a0 Interruption \/ Responsibility<\/p>\n

                                                  Prompt: What helps stop stereotypes from escalation. Encourage students to think of their action plans and their peers\u2019 actions plans.<\/p>\n

                                                  Students may add:<\/p>\n

                                                    \n
                                                  • education<\/li>\n
                                                  • speaking up<\/li>\n
                                                  • media literacy<\/li>\n
                                                  • laws protecting rights<\/li>\n
                                                  • inclusive communities<\/li>\n<\/ul>\n

                                                    This visually completes the unit arc.<\/p>\n

                                                    Closure<\/strong><\/h2>\n

                                                    We studied how stereotypes grew into systems during the Holocaust. The lesson is not just historical\u2014it\u2019s about recognizing patterns before they escalate. Stereotypes may start small, but history shows us they can grow\u2014unless someone interrupts them.<\/p>\n

                                                    Optional Reflection:<\/p>\n

                                                      \n
                                                    1. How has your understanding of stereotypes changed during this unit?<\/li>\n
                                                    2. What did you learn about how stereotypes can grow from ideas into larger systems?<\/li>\n
                                                    3. Looking at your ideogram, what does it reveal about how stereotypes grow and impact people?<\/li>\n<\/ol>\n","protected":false},"author":1929,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"class_list":["post-174","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":112,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/174","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/users\/1929"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/174\/revisions"}],"predecessor-version":[{"id":381,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/174\/revisions\/381"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/parts\/112"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/174\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/media?parent=174"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapter-type?post=174"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/contributor?post=174"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/license?post=174"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}